scholarly journals Barriers to ICT Integration in Moroccan Secondary School EFL Classrooms

2021 ◽  
Keyword(s):  
Secondary School ◽  
Ict Integration ◽  
Efl Classrooms

scholarly journals Effects of Interaction on Reading Comprehension in the Secondary School Classrooms: An Action Research

2020 ◽  
pp. 13-20
Author(s):  
Md. Nasim Fardose Sajib ◽  
Nurun Nahar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Secondary School ◽  
Student Interaction ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Efl Classrooms ◽  
Pair Work

This study investigates the EFL classrooms to identify the role of interaction in reading comprehension classes. Student-student interaction through the form of pair-work was introduced while the pre-test and post-test measured its effect. Adequate classes were observed to identify the level of the control group students. This study tried to find out the role of interaction in facilitating students’ reading comprehension. It had found that when the students got the opportunity to interact through pair-work, they became their source of input. And it was evident that after the introduction of interaction, their comprehension ability enhanced as they correctly answered more questions in the post-test than in the pre-test. Based on the results, the study also recommends the introduction of interaction to enhance students’ skill in listening, speaking, and writing.

scholarly journals Attitudes of Jordanian Students Towards Using Group Work in EFL Classrooms

2017 ◽  
Vol 8 (1) ◽  
pp. 233
Author(s):  
Sana' Ababneh
Keyword(s):  
Secondary School ◽  
Field Study ◽  
Group Work ◽  
Language Skills ◽  
Positive Attitudes ◽  
University College ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences.

scholarly journals Contact-induced Phonological Change of the Phoneme /s/ in the Speech of EFL Learners and Teachers in Algeria: A Case Study

2021 ◽  
Vol 4 (5) ◽  
pp. 136-143
Author(s):  
Ali Berrabah ◽  
Ammar Benabed
Keyword(s):  
Secondary School ◽  
Critical Examination ◽  
Practical Reasons ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Classrooms ◽  
Phonological Change ◽  
University Lecturers ◽  
The Given

This paper investigates the phenomenon of contact-induced phonological change of the phoneme /s/ in the speech of EFL learners and teachers at the secondary schools and even Higher Education in Algeria. It is perceived that the letter ‘s’ is recurrently pronounced /z/ whenever it is positioned between two vowel sounds and that the double –ss- between two vowels is simply uttered /s/ in many words. This fact is attributed to the overgeneralization of French phonological rules however this is not the case in English. Such phonological aspects have become prominent symptoms within English as Foreign Language (EFL) classrooms prior to French overuse within Algeria’s speech repertoire due to historical and practical reasons. This study seems as a departure from the meeting point of looking at such phenomenon in teachers and/or learners’ natural conversations in EFL classrooms to a critical examination of its uses in numerous English terms. To attain this, Labov’s “observer’s paradox” (1972) was considered to overcome problems while collecting spontaneous speech data. Two different strategies were employed, structured and unstructured observations, throughout thirteen years. A total random sample of 257 respondents had been included, 204 of whom are secondary school pupils and university students, and the remaining are secondary school (trainee) teachers and university lecturers. The first group was intentionally asked to derive either nouns or adjectives from a range of words containing phoneme /s/, classify some words in a table according to the final ‘-d’ pronunciation or give the opposites –especially using the prefix ‘dis_’ – to certain words keeping the same root as well pronounce them at the end. The second group was recorded. Outstandingly, the study concludes that 98% of our informants mispronounce the given words. At last, some recommendations have been suggested to alleviate the problem.

scholarly journals Teachers’ Most Frequently Used ICT Tools for Teaching Language Skills and Components in Moroccan Secondary School EFL Classrooms

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Yassine AIT HAMMOU ◽  
Keyword(s):  
Secondary School ◽  
Language Skills ◽  
Structured Interview ◽  
Listening Skills ◽  
Ict Use ◽  
Teaching Language ◽  
Efl Teachers ◽  
Ict Tools ◽  
Efl Classrooms ◽  
And Training

The present study explored the most frequently used ICT tools for teaching language skills and components in Moroccan secondary school EFL classrooms. This study adopted a mixed-method approach of investigation wherein two instruments were used to collect data: a survey questionnaire and a semi-structured interview. A total number of 80 Moroccan secondary school EFL teachers participated in this study and were selected using convenience sampling. Eight teachers were selected for the interviews through reputational and purposive sampling. Collected data was analyzed quantitatively and qualitatively. Findings revealed that teaching speaking and listening skills received high use of ICT compared to teaching language components and reading and writing which integrated medium and low ICT use, respectively. Findings also showed that computers, laptops, and projectors are the most preferred ICT tools among EFL teachers. This study concluded that teachers’ ICT tools preference seems to have an impact on their ICT use frequency. The latter is also influenced by other factors such the availability/unavailability of ICT equipment/facilities in the schools and training/lack of training on the use of ICT in instruction. A number of recommendations are presented regarding a successful integration of ICT in EFL language teaching in the Moroccan secondary school contexts.

Educating Digital Citizens Through Curricular Incorporation

2019 ◽  
Vol 15 (3) ◽  
pp. 11-29
Author(s):  
Laetitia Cassells ◽  
Nolwandle Nono Dlamini
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Digital Divide ◽  
Citizenship Education ◽  
Information Seeking ◽  
Digital Citizenship ◽  
Ict Integration ◽  
Curricular Structure ◽  
Information Poverty ◽  
School Curricula

With the increased focus on e-education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access-based issue, ignoring the influence of information poverty and digital citizenship on the digital divide. Through examining the existing curriculum this article attempts to suggest a possible integration of these topics within the existing curricular structure.

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